TY - JOUR
T1 - Suspending damage
T2 - A letter to communities
AU - Tuck, Eve
PY - 2009
Y1 - 2009
N2 - In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of "damage-centered" research-research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damagecentered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
AB - In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of "damage-centered" research-research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damagecentered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.
UR - http://www.scopus.com/inward/record.url?scp=70350649209&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70350649209&partnerID=8YFLogxK
U2 - 10.17763/haer.79.3.n0016675661t3n15
DO - 10.17763/haer.79.3.n0016675661t3n15
M3 - Article
AN - SCOPUS:70350649209
SN - 0017-8055
VL - 79
SP - 409
EP - 427
JO - Harvard Educational Review
JF - Harvard Educational Review
IS - 3
ER -